《英語寫作I》課程教學(xué)大綱理論

1、英語寫作I課程教學(xué)大綱（理論） 一、課程基本信息課程代碼：課程名稱：英語寫作I英文名稱：English Writing I 課程類別：學(xué)科基礎(chǔ)課 學(xué) 時：32 (16理論課+16實驗課)學(xué)分：2適用對象: 英語專業(yè)一年級學(xué)生 考核方式：考查先修課程： 二、課程簡介英語寫作I課程是英語專業(yè)、英語（翻譯）專業(yè)一年級級必修主干專業(yè)基礎(chǔ)課程，是培養(yǎng)提高學(xué)生在校及畢業(yè)后從事工作所需寫作技能系列課程的第一門。本課程融合了國內(nèi)外先進的寫作教學(xué)模式，強調(diào)寫作過程的教學(xué)，積極鼓勵學(xué)生參與課堂教學(xué)，培養(yǎng)學(xué)生獲取知識的能力、運用知識的能力、分析問題的能力、獨立提出見解的能力和創(chuàng)新的能力。教學(xué)課程設(shè)計以措辭和修辭開始

2、。第一單元：措辭的正確性；第二單元：措辭的合適性；第三單元：更好的措辭；第四至第八單元是有效組句的基本技能：第四單元：句干；第五單元和第六單元：句子的擴展；第七單元和第八單元：句子的連接；第九單元：句子的多樣性；第十單元：標(biāo)點符號的使用。每一單元包括詳細(xì)的技能描述、有針對性的練習(xí)和課后作業(yè)。課程旨在對學(xué)生進行從選詞到寫句子到段落到短文寫作等一系列的訓(xùn)練，著重模仿實踐，為指導(dǎo)學(xué)生掌握英語寫作技能提供了循序漸進的教學(xué)過程。通過英文寫作課，使學(xué)生了解必要的寫作基礎(chǔ)知識，培養(yǎng)熟練的英語寫作能力，包括熟練掌握在信息時代用英語進行信息交流能力。English Writing I is the first

3、of two English writing courses designed for those who want to improve the writing skills necessary to success in college and in most careers. The course demonstrates the process to use for writing, grammar and common errors, sentence structure and organization, good writing habits, analyzing sentenc

4、es and paragraphs, and writing practice. It begins with basic knowledge of diction and rhetoric. Unit 1: the correct word; Unit 2: the appropriate words; Unit 3: the better word. From Unit 4 to Unit 8 covers the more subtle skills of effective sentence writing. Unit 4: the sentence base; Unit 5 and

5、Unit 6: expanded sentence base; Unit 7 and Unit 8: joining sentence together. Unit 9 deals with sentence variety. Unit 10 explains the uses of punctuation. Each unit includes detailed descriptions of skills involved as well as examples and exercises to practice the skills. Its clear, paced lessons,

6、plentiful practices, and engaging writing assignments guide students through the process of choosing correct words, writing effective sentences and using appropriate punctuations. Students will also be introduced to basic approaches to the assigned writing in the TEM-4. After finishing this course,

7、students are supposed to write more easily, be clearer in English writing and be updated with new writing styles in this information age. 三、課程性質(zhì)與教學(xué)目的英語寫作是人們使用英語互通信息、交流思想的重要手段，在國際交流日益增多的今天，其作用顯得更加重要。英語寫作I是一門培養(yǎng)學(xué)生運用英語進行寫作的專業(yè)技能的重要專業(yè)課程之一。作為一門應(yīng)用性很強的能力訓(xùn)練課，英語寫作I在通過理論分析來傳授知識的同時，強調(diào)通過指導(dǎo)學(xué)生進行多項寫作實踐訓(xùn)練，切實提高學(xué)生實際書面英

8、語交際能力。完成本課程的學(xué)習(xí)后，學(xué)生應(yīng)能正確理解英語句子成分與結(jié)構(gòu)，對英語措辭有比較明確的理論概念并掌握實際運用詞匯的方法，且有一定的措辭能力；能根據(jù)不同要求正確寫出英語句子；能改寫或縮寫課文；能寫出150個單詞的短文，且內(nèi)容切題，結(jié)構(gòu)嚴(yán)謹(jǐn)，條理清楚，語法正確，語言通順，表達得體；能正確書寫便條、通知等應(yīng)用文；能正確運用標(biāo)點符號，為進行高一級的英語寫作訓(xùn)練及專業(yè)四級寫作打下基礎(chǔ)。寫作課程的講授，需將思政教育融于描述文，記敘文，說明文，議論文等不同文體的講解中。作為思政教育的重要領(lǐng)地，英語寫作的教學(xué)過程，也是引導(dǎo)學(xué)生樹立正確的人生觀，價值觀和世界觀，滲透愛國主義教育，使學(xué)生增強愛國主義精神和民族

9、使命感的過程，4、 教學(xué)內(nèi)容及要求 將思政教育貫穿于整個教育過程，將之與寫作理論課程教學(xué)的主要環(huán)節(jié)，即寫作理論的講解，以及范文分析講解巧妙結(jié)合。在選取范文時，選擇增加體現(xiàn)民族精神，抒發(fā)愛國主義情懷的文章，激發(fā)學(xué)生的民族自豪感和愛國主義情懷；讓學(xué)生感知我國經(jīng)濟的發(fā)展，樹立主人翁意識；培養(yǎng)學(xué)生正直誠信，尊重科學(xué)，實事求是的態(tài)度?？傊⒄Z寫作課程當(dāng)通過有效途徑滲透“思政”元素，教師在課堂中弘揚中華優(yōu)秀傳統(tǒng)文化，滲透愛國主義教育，努力成為社會主義核心價值觀的踐行者和先進文化的傳播者。Unit 1 The Correct WordI. Teaching ObjectivesAt the end of

10、this unit, students are supposed to recognize the meanings of a word: denotative and connotative meanings, affective and collocative meanings learn to choose the correct word for an idea, and avoid making errors in subject-verb agreement have a basic understanding of note writing II. Teaching Conten

11、tsPart 1 Introduction/ Group workPart 2 Denotation and connotationMeanings of a word: denotative and connotative meanings, affective and collocative meaningsDenotative meaning: also called literal meaning. It is the most specific or direct meaning of a word in contrast to its figurative or associate

12、d meanings. Connotative meaning: the set of associative implications constituting the general sense of a word in addition to its literal sense. Collocation: the way in which some words are used together, or a particular combination of words used in the way.Able to choose the correct word for an idea

13、Part 3 Grammar: subject-verb agreementSubject-verb agreement 1) when the subject is compound2) when the subject expresses quantity3) when the subject is a relative pronoun or a what-clause, and in the there-be structureAvoid making errors in subject-verb agreementPart 4 Writing: write a simple note

14、Able to choose words and write a note correctly The format of a noteThe date is put at the upper right-hand corner. Besides the date or weekday, you may, at times, need to state the hour or even the minute. III. Assignments 1. Exercises for in-class activities 2. Follow-up exercises3. Extra “Confusi

15、ng words exercises”IV. Teaching methods & approachesSituational language teaching; communicative approach; activity-based approachClass participation; presentation and practice; Warm-up writing; group discussion; oral practiceUnit 2 The Appropriate WordI. Teaching ObjectivesAt the end of this unit,

16、students are supposed to differentiate various styles in English: formal, general, colloquial, and slang avoid some pitfalls of Chinglish develop an awareness of audience in note writing II. Teaching ContentsPart 1 Group discussionPart 2 The appropriate wordThere exist various styles in words: some

17、are formal or general, while others are colloquial or slang. Knowing these styles is the first step in the practice of using them in writing. The choice of style is decided by genre as well as the audience. When you write, you should be able to decide on the style of their writing according to these

18、 two factors.1. Style: levels of words 2. Formal words and general wordsFormal words are those used by educated people in formal contexts: thesis writing, official news releases, and formal announcement.General words form the basis of the vocabulary and are used for everyday communication.3. Colloqu

19、ial and slangColloquial English occurs in casual speech and it is perfectly acceptable when you are speaking on any but the most formal occasions. Slang is vivid if novel, but most is short lived, while some does pass into colloquial expressions. Too much slang can make a passage loose and unserious

20、.4. Able to use different levels of words for different styles Part 3 Grammar: Chinglish: features & strategies1. Chinglish It refers to the unidiomatic use of English by Chinese speakers.How to avoid Chinglish1). Avoid repetition of meaning In Chinese, it is natural to emphasize your ideas by repea

21、ting it in a round-about way. In English, it is against the rule of economy and clarity.2) Avoid literal translation2. Subjective & objectiveSubjective pronouns can be used as the subject or part of the predicate of a sentence, while objective pronouns can be used as the object of either a verb or a

22、 preposition. Both subjective and objective pronouns can be used as part of a predicate and the difference lies in style. If a subjective pronoun is used, it sounds formal and, therefore, is usually preferred in formal writing. If it is an objective pronoun that is used, it sounds colloquial and is,

23、 therefore, preferred in in-formal speech.Part 4Writing: continued study on note-writing III. Assignments 1. Exercises for in-class activities 2. Follow-up exercises3. Quick test: Choose the appropriate wordIV. Teaching methods & approachesCommunicative approach; situational language teaching; activ

24、ity-based approachpresentation and practice; Class participation; pair work; Oral practiceUnit 3 The Better WordI. Teaching ObjectivesAt the end of this unit, students are supposed to know how to choose better words and can use words concisely, precisely and effectively understand how to use modifie

25、rs correctly be able to write simple notices II. Teaching ContentsPart 1 Group workPart 2The better word1. Conciseness Conciseness is one of the characteristics of written language and students should form the habit of expressing their ideas clearly and in a simple way. 1) Unnecessary words and phra

26、ses, definition of conciseness2). Able to use words concisely2. Precision Precision refers to the concreteness of expression and is another feature of good writing. As for effectiveness, it is based on the two preceding characteristics and is the highest aim of language use. 3. Effectiveness1). Defi

27、nition of effectiveness, examples of effective writing Effectiveness is based on the two preceding characteristics and is the highest aim of language use. Better choice of words can be achieved through the use of specific words and concrete details.2). Able to use words effectively Part 3 Grammar: M

28、odifiersDefinition and examplesModifiers are a crucial sentence component and there are some pitfalls associated with the use of modifiers that should be guarded against. This unit focuses on the correct use of modifiers, mainly adjectives and adverbs.Part 4 writing Write a simple noticeIII. Assignm

29、ents 1. Exercises for in-class activities 2. Follow-up exercises3. Extra exercises: Shades of meaningIV. Teaching methods & approachesSituational language teaching; communicative approach; activity-based approachPresentation and practice; class participation; group-discussion; oral practice; drills

30、and exercisesUnit 4 Sentence BaseI. Teaching ObjectivesAt the end of this unit, students are supposed to know how to choose an appropriate subject and where to put it be able to use voices effectively, use tenses and moods correctly be familiar with the format of an extended notice II. Teaching Cont

31、entsPart 1 Pair workPart 2Choice of subjects 1. Subject and voiceThe first step in writing a sentence is to construct a sound base. The choice of the subject is crucial in sentence writing.A good subject depends on a number of factors, but at least a good subject is usually a concrete or personal no

32、un instead of an abstract word, because a concrete or personal noun can raise the readers interest in what he/she is going to read. 2. Position of the subject, differences between active voice and passive voicePart 3 Grammar: Tenses & moods1. Tense 1). The simple present, sequence of tenses When the

33、 main verb is in the present tense, the subordinate verb can appear in various tenses.When the main verb is in the past tense, the subordinate verb can only be in the simple past tense, the past perfect tense, or the past future tense.When the main verb indicates the future, the subordinate verb can

34、 be in the simple present tense, the present perfect tense, but never in the future tense.2). Able to use tenses correctly 2. Mood The indicativeThe imperative The subjunctivePart 4Writing: Extended notices III. Assignments 1. Exercises for in-class activities 2. Follow-up exercises3. Extra exercise

35、: Paragraph revising 1IV. Teaching methods & approachesActivity-based approach; situational language teaching; communicative approach; Class participation; presentation and practice; warm-up writing; pair work; oral practiceUnit 5 Expanded Sentence Base (I)I. Teaching ObjectivesAt the end of this un

36、it, students are supposed to know the features of attributes; use the seven types of attributes correctly and use relative clauses for emphases be able to write prcis for short paragraphs II. Teaching ContentsPart 1 IntroductionPart 2 Attributes & relative clauses1. Attributes, relative clausesMany

37、words and structures can be used as attributes to modify nouns. By modify, we mean narrowing the word down, making it more specific, or adding more descriptive details. 2. Determiners, adjectives, nouns, -ing forms, -ed forms, infinitives, prepositional phrases; relative clausesDeterminers/ Modifier

38、sDeterminers are classified into three groups according to their relative positions: pre-determiners, central determiners, and post-determiners.There can be only one pre-determiner and one central determiner in one phrase. However, you can use more than one post-determiner.3. The choose right words

39、for different kinds of attributes and relative clauses Part 3 Grammar1. Incomplete sentencesA complete sentence should have at least a subject and a predicate. An incomplete sentence is a sentence with some part or parts missing. It is also called sentence fragment. 2. Phrase fragmentFragment withou

40、t a subjectFragment without the auxiliary verbSubordinate clause fragment, determiners 3. How to avoid using sentence fragment Part 4 WritingWrite a prcis correctlyPrecis writing is one of the basic skills in academic writing. Very often people need to read papers, text books, books in their field,

41、etc. and write a precis afterwards. Many academic assignments, such as book reviews, book reports, literal criticism, are based on precis writing. A precis, also called summary, is a brief restatement of the key points of a piece of writing. III. Assignments 1. Exercises for in-class activities 2. F

42、ollow-up exercises3. Extra exercise: Paragraph revising 2IV. Teaching methods & approachesCommunicative approach; activity-based approach; situational language teaching; Class participation; presentation and practice; pair work; oral practice; drills and exercises Unit 6 Expanded Sentence Base (II)I

43、. Teaching Objectives At the end of this unit, students are supposed to identify the functions of participles in expanding sentences be able to tell the differences between participles and absolutes know how to expand sentences with absolutes and avoid run-on sentences in writing be familiar with th

44、e requirements on prcis writing for long passages II. Teaching ContentsPart 1Introduction/ pair workPart 2 Participles and absolutes 1. Participles 1). Functions of participlesParticiples refer to the -ing and -ed forms of verbs, used for descriptive purposes. Participles can help writers in two way

45、s. Firstly, they add more descriptive de-tails, thus expanding the meaning of a sentence. Secondly, participles can help clarify relations in a sentence. 2). Participles phrases, participles with conjunctions3). create concise sentences; producing more detailed sentences,4). write different kinds of

46、 participles correctly 2. Absolutes1). features and functionsAn absolute construction is a participle phrase whose logical subject is different from the sentence subject.2). Adding descriptive details,3). Demonstrate cause-effect relationships4). Establishing clearer logic 3. Differences between par

47、ticiples and absolutesPart 3 Grammar: Run-on sentences1. Able to and avoid using run-on sentencesComma-split sentences are not acceptable because a comma is not strong enough to indicate the relationship between two ideas; 2. Able to use particles correctly and avoid using comma-splitWhen we use a c

48、omma to connect two separate ideas, or two independent sentences, we commit a comma-split.Part 4 write prcis for long passagesCommon techniques to reduce details in precis writingIII. Assignments 1. Exercises for in-class activities 2. Follow-up exercises3. Extra exercise: Paragraph revising 3IV. Te

49、aching methods & approachesActivity-based approach; situational language teaching; communicative approach; Class participation; presentation and practice; oral practice; group discussion Unit 7 Joining Sentences Together (I)-CoordinationI. Teaching ObjectivesAt the end of this unit, students are sup

50、posed to recognize the features of a coordinate sentence become familiar with a different types of coordinate sentences; know how to coordinate sentences and how to achieve sentence unity and correct parallelism understand the way to avoiding common problems in prcis writing II. Teaching ContentsPar

51、t 1 Introduction/Par workPart 2 CoordinationCoordinate structure is in fact two similar items joined by a word. The word used to join the two items is called coordinator.1. Coordinate structures, coordination at different grammatical levels2. Coordination with different types of coordinators3. Coord

52、ination at the sentence level4. Functions of coordinate sentences5. Advanced usages of coordinate sentences6. Write different kinds of coordinate sentences correctly Part 3 Grammar1. Unity,1) Lack of unity: Unity requires the writer to discuss only one complete idea at a time. 2). A sentence contain

53、s two or more ideas that are not logically connected3). A sentence contains two or more ideas that are not related at all.4). A sentence expresses an incomplete thought; ill-unified sentences, etc.2. Faulty parallelismParallelism is a rhetorical device, which refers to putting two or more elements t

54、ogether in order to achieve an accumulated effect. In parallelism, the parallel elements must belong to the same grammatical category. If you include two elements from different grammatical categories in one parallel structure, you make the mistake of faulty parallelism.Avoid using faulty parallelis

55、mPart 4 Writing Write a prcis correctly: How to avoid some typical bad practice in precis writing III. Assignments 1. Exercises for in-class activities 2. Follow-up exercises4. Extra exercise: paragraph revising 43. Extra exercise: Descriptive writingIV. Teaching methods & approachesSituational lang

56、uage teaching; communicative approach; activity-based approachPresentation and practice; class participation; warm-up writing; oral practice; pair workUnit 8 Joining Sentences Together (II)-SubordinationI. Teaching Objectives At the end of this unit, students are supposed to Be able to tell what sub

57、ordination is and explain the similarity and the difference between coordination and subordination learn how to add information and achieve special emphases with subordination; learn how to write natural and concise subordinate sentences know how to avoid misplaced modifiers and dangling modifiers understand the basic requirements in short composition writing II. Teaching ContentsPart 1 Introduction Part 2 Subordination 1. Differenced between su